CHAPTER III RESEARCH METHODOLOGY
E. Data Collection Technique
Data collection techniques are methods that researchers use to collect research data from various sources. These are, needed because they are the foundation for the preparation of research instruments. The following is the researcher's method:
1. Observation
As data collection, observation has characteristics and uniqueness of technology that are different from interviews and questionnaires. The
interviewer and the questioner are constantly interacting with people, whereas communication with natural objects is limited in research. Field researchers use observation methods to collect data about space, place, people, activities, things, etc. Researchers do not need consider all information, only pertinent facts. You can manage observational technologies in some way.58 The choice of the path and the object to be observed are dependent. Participant and non-participant observations are the two categories that can be used to categorize the items under inquiry.
In this Research, researchers used non-participant observation because the data collected was about conditions that occurred at senior high school 04 Ma'arif Perintis Tempurejo. The researcher relied heavily on direct observation to learn about the implementation of teaching speaking through blindfold games. The non-participant observer and direct observer have the advantage of being able to know in detail the entire activities in the class, not only the techniques used by the teacher but also the way students respond to the techniques used by the teacher. While observations are taking place, the researcher can concentrate on taking notes.
2. Interview
One method to draw conclusions from study data is the interview.
Interviewing is the process of having a direct discussion or question-and- answer exchange between the researcher and the source information. There are two ways to conduct an interview: systematically or randomly.
58 Nana Syaodih Sukmadinata, Metodologi Penelitian Pendidikan, (Bandung: PT Remaja Rosdakarya, 2010), 220.
Systematically refers to the process of conducting interviews after gathering an interview instrument. On the other hand, unsystematic interviews were conducted without preparing interview instruments in advance. Information that the following are the data obtained by the researcher through interviews:
a) What is the goal of teaching speaking skill through Blindfold game at senior high school 04 Ma’arif Perintis Tempurejo?
b) What is the material of teaching speaking skill through Blindfold game at senior high school 04 Ma’arif Perintis Tempurejo?
c) What is the step of teaching speaking skill through Blindfold game at senior high school 04 Ma’arif Perintis Tempurejo?
d) What is the evaluation of teaching speaking skill through Blindfold game at senior high school 04 Ma’arif Perintis Tempurejo?
3. Document Review
A document review can be used to collect data from documents or archives. Data documents related to research problems can take the form of notes, books, texts, journals, papers, memos, letters, and so on. The following are the data obtained by researchers in this study.59 The following are the data the researcher gleaned from this Research:
a) Profile and history of senior high school 04 Ma’arif Perintis Tempurejo.
b) Vision and mission of senior high school 04 Ma’arif Perintis Tempurejo.
59 Sudarwan Danim, Menjadi Peneliti Kualitatif, (Bandung: Pustaka Setia, 2013), 22.
c) The organizational structure of senior high school 04 Ma’arif Perintis Tempurejo.
d) The Lesson Plan (RPP) of tenth grade senior high school 04 Ma’arif Perintis Tempurejo.
e) Document review that related to the research.
F. Data Analysis
This research used data analysis developed by Milles, Huberman, and Saldana which state that there are three stages in conducting data analysis process in qualitative research. Those stages are explained as follows:60
1. Data Condensation
Data condensation refers to the process of selecting, focusing, simplifying, abstracting, and transforming the data into the writer text (observation’s note, interview transcript, and documents). In this process, the researcher managed the data or information to get the important points which related to the research. We can see that the condensation process is possible after the researcher collected interview and written data in the field. The interviewed transcripts will then be sorted and the researcher's research focus will be determined.
2. Presentation of Data
Data presentation consists of information organization, concept, and collection.61 Presentation of data can help to understand the research context because a deeper analysis is carried out.
60 Miles, Huberman, and Saldana, 31.
3. Conclusions
The third step of data analysis is making data conclusions. From novice gathering data, someone analyzes qualitatively begins to look for the meaning of things, notes the terms of explanation, possible configurations, consequences, and propositions.
G. Validity of Data
Data validity can be verified by triangulation. Data triangulation is the process of double-checking data. The reliability of the data utilized in this study is as follows: Source triangulation and Technical triangulation. This section describes the research implementation plan followed by researchers, beginning with preliminary research, design development, actual research, and report writing. The following are the stages of the research:62
a) Source Triangulation
Source triangulation means getting the data sourced from different informants with the same technique.
b) Technical Triangulation
The application of various data disclosure techniques to the data source is known as technical triangulation. Triangulation of techniques is used to test the data's credibility by comparing it to the same source using different techniques.
61 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, 224.
62 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, 206.
H. Research Steps
This section outlines the researcher's research implementation plan, beginning with preliminary research, design development, actual research, and report writing.63 The pre-field stage is completed prior to conducting the research. The following activities take place in the pre-field stage:
1. Develop
Designs for research The title of the study, the reasons for the research, the focus of the study, the purpose of the study, the benefits of the study, the object of the study, and the method used are all established by the researcher when putting together this plan.
2. Choosing research fields
Before beginning research, the researcher must first select a research field. senior high school 04 Ma'arif Perintis Tempurejo has been chosen as the research field.
3. Permit processing
Before beginning research, the researcher must obtain permission from the State Islamic University KH Achmad Siddiq (UIN KHAS) Jember in the form of a cover letter, as well as submit a research permit application to senior high school Ma'arif Perintis Tempurejo.
4. Asses the state of the field
63 Tim Penyusun, Pedoman penulisan karya ilmiah, (Jember: UIN KHAS Jember, 2021), 96.
Following permission, the researcher began to explore and assess the field in order to better understand the background of the research object and all of the circumstances to be studied, with the goal of making data collection easier for the researcher.
5. Prepare research equipment
The researcher then prepared the research equipment needed before going into the field, which included making observation sheets, notebooks, paper, and so on.
49 CHAPTER IV
RESEARCH FINDING AND DISCUSSION A. Description of Research Object
1. Profile of senior high school 04 Ma’arif Perintis Tempurejo64 a) Shool Identity
1) Name : Senior High School 04 Ma’arif Perintis Tempurejo
2) NPSN : 20523808
3) Complete Address : JL. KH. Abdurrahman No. 31, Tempurejo, Jember
4) School Status : Swasta b) Organization Structure
1) Principal : Heru Suwanda S,Pd
2) Assistant Principal : M. Ali Nur Yahya S.Pd.
3) Treasure : Mutmainnah S.Pd
4) Head of Administration : Khotimatus Sya’diyah S.Pd.
5) AP of Public Relation : M. Ali Nur Yahya S.Pd 6) AP of Students Affairs : Misbahul April S.Pd 7) AP of Facilities and Infrastructure : Moh. Arif Yusdianto, S.Pd c) Vision and mission of senior high school 04 Ma’arif Perintis Tempurejo
1) Vision
64 Document Review, at SMA 04 Maárif Perintis Tempurejo,
Educating quality students, faithful, efficient and happy with hide education in tune with the needs of society.
2) Mission
a) Improving learning effectively and continuously.
b) Encourage and help students recognize their potential so that it can be returned optimally.
c) Implementing participatory and strategic management in processing learning.
d) Improving student students' faith and piety activities (IMTAQ) activities through intra activities as well as extracurricular.
e) Growing a culture that is a source of inner wisdom act and develop noble character.
f) Develop an attitude of independent living (life skills) for the sake of needs his life in the future.
g) Realizing appropriate school facilities.
h) Realizing appreciative and competitive artistic abilities.
B. Findings
On this page, the researcher will convey the information obtained from the research that has been completed. These data will then be set forth in this chapter in accordance with the research method of the researcher. Data is presented in detail according to research findings, both in the form of observational data and interviews. The researcher will describe the original events that occurred during the blindfold game used
to teach speaking skills to the tenth graders of senior high school 04 Ma’arif Perintis Tempurejo in this discussion. The researcher's data collection resulted in the following findings:
1. The goal of teaching speaking skills through Blindfold game at tenth grade of Senior High School 04 Ma’arif Perintis Tempurejo.
The goal of teaching speaking skills through Blindfold game at tenth grade of senior high school 04 Ma’arif Perintis Tempurejo, Mrs.
Faliha as an English teacher of senior high school 04 Ma’arif Perintis Tempurejo said that:
“Teaching speaking skills in class it is necessary to apply blindfold games with the aim that students are more active in learning speaking. The students can memorize a lot of vocabulary as a requirement in speaking. Students are also more confident in speaking English, so they can speak English fluently and Confidence. Also students can describe an object by speaking and understand its general structure.”65
From the results of the interviews we can conclude that the following are the objectives of practicing speaking skills through blindfold games: Students get simpler to memorize vocabulary so they may speak English fluently and confidently. They become more active and also students can describe an object by speaking with its general structure. By using this game, according to Mrs. Falihatul Munawaroh, the class atmosphere becomes more relaxed, students find it easier to memorize new vocabulary, they are more confident in
65 Mrs. Falihatul Munawaroh, Interviewed by Athieqotul Jannah Annainawa, 18th October 2022.
speaking English, they can also make descriptive sentences by speaking so that with all of that they can speak English fluently.
This is also supported by the statements of student grade X social class (Maulidiyah) she said:
“I really like this game, besides being fun this game can make it easier for me to understand English, for example descriptive material, I can understand ways to describe an object by holding the object and expressing it. For me it really makes it easier for me to understand descriptive rather than through writing, with this game I can also be encouraged to follow it and do my best to speak English and increase my vocabulary because we do it in a competition.”66
From the interview above, Blindfold games can make it easier for students to understand descriptive text easily, they are more enthusiastic in participating in learning because the game is fun and stimulate them because that is a competition between groups in them, they can also increase the vocabulary of this game so they can speak fluently.
The other was supported by the student of grade X social class (Abdul Latif) he said that:
“In my opinion, this Blindfold game is very helpful in speaking students, usually I feel shy and afraid to spoke English but after Mrs. Faliha used this game I became more confident because I saw many of my friends who dared to speak English, I initially did not master a lot of vocabulary could increase my vocabulary by easy through this game.This happened because I heard a lot of new vocabulary from my friends and from the teacher through this game”67
66 Maulidiyah, Interviewed by Athieqotul Jannah Annainawa, 25th October 2022
67 Abdul Latif, Interviewed by Athieqotul Jannah Annainawa 25th October 2022
From the statement above, the student stated that he was greatly helped by the Blindfold game, he became more confident in speaking English, according to him the Blindfold game could also add new vocabulary. In the Lesson Plan (RPP), point C about learning objectives, it is written that the following:
“The learning process can be made more active for student in a number of ways. The second benefit is that students can approach each activity in the process of learning English with enthusiastic and commitment. To improve their ability to speak English fluently, student can also expand vocabulary. The fourth skill students can speak English fluently. The fifth skill is the ability to communicate about an object or a person and comprehend its general structure.”68
Therefore, the researcher concluded from the results of the interview with Mrs. faliha and others interviewer and supported by documentation in lesson plan that the goals set by Mrs. Falihatul Munawaroh were : (1) The learning process can be made more active and enthusiastic (2) student can add new vocabulary (3) student can speaking English fluently (3) students become more confident in speaking English (4) students understand about descriptive text and can describe the object through speaking.
68 Document Review, Lesson Plan X Social Class SMA 04 Maárif Perintis Tempurejo,
Picture 4. 1
The teacher explained the goal of teaching speaking skill through Blindfold game
Based on the observations that I made in the class the researcher found that the goals of the blindfold were, (1) The learning process can be made more active and enthusiastic, seen from the changing class atmosphere to be more active and students are more enthusiastic in participating in learning (2) student can add new vocabulary, the researcher saw that some students got some new vocabulary through friends who described objects or through teachers who helped them, and they used it when it was their turn to describe objects (3) student can speaking English fluently, because this game can add vocabulary, students can become more fluent in speaking English (3) students become more confident in speaking English, the researcher saw that the students' self-confidence increased because they saw their friends speak English and they were also more confident in speaking English because this game challenged them to speak so they would win in competitions (4)students understand about descriptive text and are able to assemble it through
speaking, after teaching using this game, students become able to describe an object through speaking. 69
Based on interview, observation and document review during teaching speaking skills through Blindfold game the researcher concluded that the goals of teaching speaking skill through blindfold game were: a) students can do learning actively and enthusiastically, b) they can add new vocabulary, c) can speak English fluently, d) are more confident in speaking English and e) understand about descriptive text.
2. The Material of teaching speaking skills through Blindfold game at tenth grade of Senior High School 04 Ma’arif Perintis Tempurejo.
Materials for teaching speaking skills through Blindfold Game, According to Mrs. falihatul as an English teacher at senior high school 04 Ma’arif Perintis Tempurejo said that:
“The material that I give to students is describing about something, such as describing bottles, pens, pencils, books etc. usually they will explain about the shape of the object they are holding and they also guess what the object is.”70
The information from the interview above suggests that the subject matter of the Blindfold game for teaching speaking skill is describing about something. Such as describing bottles, pens, pencils, books etc. They will guess what object first, then they will describe about the object, such as the shape of the object, the use of the object etc.
69 Observation, 08th November 2022
70 Mrs. Falihatul Munawaroh, Interviewed by Athieqotul Jannah Annainawa, 18th November 2022.
Regarding the information provided by the Blindfold game regarding speaking abilities, Maulidiyah as a class X student social class at senior high school 04 Ma’arif Perintis Tempurejo stated that:
"In teaching English, especially speaking skills, Mrs. Falihatul often uses the Blindfold game with material to describe something, such as describing bottles, pens, pencils, books etc.
This is necessary because the material requires more understanding about describing an object or person and also about the structures in it.”71
The information presented by the teacher in teaching speaking skills through Blindfold game is describing about something, such as describing bottles, pens, pencils, books etc, according to the aforementioned interview. This is necessary because the material requires more understanding about describing an object, language characteristics and general structures are also discussed.
It was also supported by student grade X social class at senior high school 04 Ma’arif Perintis Tempurejo (Annisa) she said:
“We will describe things that we can feel, not with the color of things because we can't see them. We usually will immediately describe it by guessing the object, if we have difficulty in vocabulary or speaking, Mrs. Faliha will help us by mentioning the vocabulary we need. Because of that we can add to the vocabulary in this game as well as listen to it from other friends”.
From the interview above, the material used by the teacher was descriptive, namely describing objects such as pencils, pens, books, etc.
students will describe something they can feel because they cannot see.
71 Maulidiyah, Interviewed by Athieqotul Jannah Annainawa, 25th October 2022.
The Lesson Plan (RPP) point D addressing Teaching Materials highlighted the aforementioned sentence, which reads as follows:
“Describe something that is part of the text structure”.72
Picture 4.2 Describe an object
From observations made by researchers, researchers can conclude that the material used was describe an object such as a pencil, book, pen etc., then they describe the object through its shape, smell, etc, except for the color because they cannot see the object.73
Based on the findings of the document reviews, observation and interviews, researchers found that the material used in the blindfold game is to describe an object such as a pencil, book, pen etc., then they describe the object through its shape, smell, etc, except for the color because they cannot see the object.
72 Document Review, Lesson Plan X Social Class SMA 04 Maárif Perintis Tempurejo,
73 Observation, 08th November 2022
3. The step of teaching speaking skills through Blindfold game at tenth grade of senior high school 04 Ma’arif Perintis Tempurejo.
The steps for teaching speaking skills based on observations of the Blindfold game were applied in grade X social class of senior high school 04 Ma’arif Perintis Tempurejo. Regarding the process of teaching speaking skills through Blindfold game, Mrs. Falihatul said that:
"The process of teaching speaking skills through Blindfold game was applied in accordance with the Lesson Plan (RPP) that I have compiled. First, I usually give a thorough explanation of the material. I'll play the blindfold game to determine how well the students understand the material. After that, I will explain the rules of the Game and I will ask students to make some group, in tenth grade there are 32 students where I will divide the students into 8 so that 1 group contains 4 people and every group has a blindfold. Then, every group should delegate one Person to use blindfold, and other group members must wear a blindfold for members of the opposing group who become delegates so that cheating does not occur. After that, I will put a few objects can be school supplies, food etc. As soon as the game begins, the student touches the items they are given. Students are required to exhibit or discuss their items once five seconds have passed. They are asked to leave the playing area if they provide a false answer, but if they provide the correct response, they are allowed to play the remaining rounds of the game until the conclusion, taking turns.
Finally I will conduct an assessment of students including fluency, accuracy, Pronunciation, and vocabulary etc”.74
It can be inferred from the interview, that the following steps of teaching speaking abilities through a blindfold game were: the Blindfold game was described in detail by the teacher. What areas of their performance would be evaluated was also explained by the teacher. The teacher focused on the students' vocabulary, fluency, and pronunciation
74 Mrs. Falihatul Munawaroh, Interviewed by Athieqotul Jannah Annainawa, 18th October 2022.